Ti:iH N M AI. ICDlt AIIU-N. 449 



the rc(|niremc;n^ of the iii<lu-try. proxided the i)Ui)il is coninicr- 

 ciaily employed uncrc the whole practice c/f the industry is ex- 

 )>erienced. Therefore. fi>r the first two or three years, a trade 

 workshop at the ^^chool is (•<-ential. Hie accepted name of the 

 institution that emboches the^e principles is the " Specialized 

 1 rade School": when ni'>re than one trade work-^hop is in- 

 cluded, we have the " trades school " — the type that has lieen 

 established in the 1 rans\aal. These shotild be carefttlly dis- 

 tinouished from the tyi)e known as the " junior technical school,"' 

 in whicli desk studies jjredominatc and the workshop is a merely 

 minor incident in the curriculum and of the manual training 

 kind. 



There is an(_»ther type of vocational school, the industrial 

 school; one or two of them are penal, the majority of them are 

 not. They are the preventatives against the expansion of the 

 jXKjr white problem. They have been defined " as intended to 

 de\elop a general handiness " ; this is one of these easy-going 

 exi)ressicv.is that may mean jtist what \on will ; South Africa has 

 had too many of these phrases, which may mean anvthing or 

 nothing, and it is time to know where we stand, in technical 

 education at any rate. As a matter o,f fact, these schools teach 

 trades, and do not teach them Ijadl}' as far as the teaching goes, 

 The}' are, however, not sufficiently nuxlern ; the extent of the 

 trade teaching is too limilcd. and i-- not sufficiently intensive. 

 rhe\' have to increase an inade(|u;ite grant. 1)\- contracting for 

 and competing in the oi)en market: this is educationally tui- 

 >oimd. Father Tozzi, the head of the Salesian School in Ca])e- 

 !own, })tits it well when he says: 



We must rememlier that a trades scIkimI is u<<[ a shop. In i.tlier words, 

 it is the pupil vvlio is being considered all lluuugli. and n^t tlie market 

 value of his work at any given in.onienl. as is a])l to he tlu- case in regard 

 to apprentices in ordinary \vorksho))s. As an example, the boys in an 

 industrial institution who are learning tailoring sometimes make suits for 

 the inmates, although the great Inilk ni the clothing is bought ready-made 

 tieeause it is cheaper to do so; but tiiey are not called upon to do the 

 .latching fy/ 'he institution, which they nn'giit l)e. if economy, am! not their 

 >\\u skill and future prospects, were tile main consideration. 



The point I want to emphasize ends at the second sentence ; 

 the rest of the quotation illustrates another common and mis- 

 taken attitude towards iiulustrial schools. These schools nuHt 

 be adef|Uately liuanced and under efficient inspection, raiS'^d to 

 modern sufficiency if ifor no other reason than that there are 

 -iiniiar instiiuticns dotted about t'.ic country giving similar in- 

 struction to the native and the half-caste, such as the Native 

 Mission in Tigerkloof. the Trapijist Abinastery in Natal, where 

 trades are taught irresijecti\e of colour, and the technical school 

 for half-castes in the ]'ro\ince of M(jzambi(|ue. Another type 

 •if industrial school much re(|uired is the school farm. The 

 c.d_\- nue I know of is the W'j-inn Schi-.l <. f Agrn-ulture :i1 Mooi 

 River, Xatal. d'hat. ho\\e\-er. is a fee-])aying school for the 

 sons of farmers. It is significant that no one wonld stiggest 

 reaching agriculture withtnu. a farm, yet it has ])cen proj)o>ed to 



